Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific.

IF 2.8 3区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Journal of Intelligence Pub Date : 2024-01-29 DOI:10.3390/jintelligence12020014

Delphine Sasanguie, Charlotte Larmuseau, Fien Depaepe, Brenda R J Jansen

{"title":"Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific.","authors":"Delphine Sasanguie, Charlotte Larmuseau, Fien Depaepe, Brenda R J Jansen","doi":"10.3390/jintelligence12020014","DOIUrl":null,"url":null,"abstract":"It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (Mage = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: \"Academic anxiety\"), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety-math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs.","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"12 2","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10890043/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Intelligence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3390/jintelligence12020014","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

It was investigated whether test anxiety (TA), mathematics anxiety (MA), and reading anxiety (RA) can be traced back to some type of general academic anxiety or whether these are separable. A total of 776 fifth graders (M_age = 10.9 years) completed questionnaires on TA, MA, and RA, as well as a mathematics test. Also, mathematics and reading performance results from the National Tracking System were requested. The sample was randomly split into two halves. Confirmatory factor analyses showed that a three-factor model (factors: TA, MA, RA) had superior model fit compared with a one-factor model (factor: "Academic anxiety"), in both halves. The resulting anxiety factors were related to math performance measures using structural equation models. A scarcity of data on reading performance prevented the analysis of links between anxiety and reading performance. Anxiety-math performance relations were stronger for MA than for TA and MA. We concluded that TA, MA, and RA are separable constructs.

查看原文本刊更多论文

青少年对数学和阅读的焦虑具有领域特异性。

研究调查了考试焦虑（TA）、数学焦虑（MA）和阅读焦虑（RA）是否可以追溯到某种类型的一般学习焦虑，或者这些焦虑是否可以分离。共有 776 名五年级学生（年龄 = 10.9 岁）完成了有关考试焦虑、数学焦虑和阅读焦虑的问卷调查以及数学测试。此外，还要求提供全国跟踪系统的数学和阅读成绩结果。样本被随机分成两半。确认性因素分析表明，与单因素模型（因素："学业焦虑"）相比，三因素模型（因素：TA、MA、RA）在两半样本中的模型拟合度更高。由此得出的焦虑因子通过结构方程模型与数学成绩相关联。由于阅读成绩数据匮乏，无法分析焦虑与阅读成绩之间的联系。与助教和马萨诸塞州长相比，马萨诸塞州长的焦虑与数学成绩的关系更为密切。我们的结论是，TA、MA 和 RA 是可分离的结构。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊